Participatory Learning and Action as Tool for Facilitating Teachers’ Education during the Pandemic: The TEN-G Project in Perspective

Abstract

PCF10 Sub-theme: Promoting Equity and Inclusion // This paper examines the Participatory Learning and Action (PLA) tools used in facilitating teachers’ education during the Covid-19 pandemic. It uses the Teachers Network for Girls Education (TEN-G) project, a Commonwealth of Learning (COL) initiative that trained teachers on open educational resources and Mobile Learning with Multimedia, as a premise to argue for inclusive space where knowledge is shared between facilitators and learners. In this study, we use Methodological Conversation as a functional tool that opens up spaces for active participation across diverse methodological processes so much so that the participants are empowered through living out the lessons learnt. We draw our population from the teachers of Government primary schools in Sabon Gari and Zaria LGAs. We use Focus Group Discussion (FGD), matrix and pair wise ranking as research instrumentations to get data on choice issues around note-making, chunking and module-to-module contents in podcasting. Our study found out that the TEN-G project offers teachers diverse opportunities to explore different educational options in reaching rural girls in the time of global health crisis as in the pandemic. It concludes that the PLA methodology deployed in the implementation of the TEN-G project offers an enduring sustainability plan that is anchored on sharing and change forecast. // Paper ID 5745